How to interest youngsters in technical vocations Comenius Regio Partnership between

How to interest youngsters
in technical vocations
Comenius Regio Partnership between
Region Hannover and ‘s-Hertogenbosch
Preface
Texchange – we need technology to meet the challenges in a changing world, for instance in order
to save energy and other resources, to change our life to make it more sustainable.
Texchange – that is the symbol of our partnership. While taking part in a conference about the new
Comenius regio partnerships, two people from the municipality ‘s-Hertogenbosch and from Region
­Hannover agreed that it would be worthwhile to work together in the field of transition from school
to job to achieve a better transition between school and labour market.
In the exchanges (period 2010-2012) it was clear that the topic was of great importance.
Both regions struggled with the same problems and challenges. Promoting technology is necessary
to get more qualified technical people into the labour market. In the education system, technology is
still under-exposed. In this Texchange project we tried to get a clear picture of the factors which play
an important role in why technology is still missing in a lot of schools. More and more companies take
the ­initiative to influence this lack of attention in schools. In Texchange we collected good p
­ ractices,
which can help to bridge the gap between education programs and the demands on the labour
­market.
Texchange – that can be a toolbox for you, a toolbox with different best practices from both regions
in order to interest youngsters in technology. There are projects for children in Kindergarten,
Primary Schools, Secondary Schools and Vocational Colleges. Please take advantage.
Best wishes,
Theo van de Veerdonk municipality of ’s-Hertogenbosch
Sabine Nolte
Region Hannover
1
Content
p. 1 Preface
p. 3
Content
p. 4
Texchange – The idea
p. 5
The partner regions: ‘s-Hertogenbosch and Region Hannover
p. 6
The partner organisations
p. 8
During the project
p. 10
How to create interest in technical vocations – best practices
p. 11
TechXperience
p. 12
Little scientist’s house
p. 13
Workshopday Technics and Art
p. 14
House of Learning
p. 15
Wichelroede
p. 16
Reportersproject
p. 17
Miniphänomenta
p. 18
Kunstructeur
p. 19
First Lego League
p. 20
Science for Kids
p. 21
Technasium
p. 22
JeT Kompetenzzentrum Fertigungstechnik
p. 23
Vocational orientation
p. 24
Technet
p. 25
Crafts meet youth and Young professionals in crafts
p. 26
Schulverbund am Deister
p. 27
Vmbo-Kanjers
p. 28
Waterfabriek
p. 29
Request-oriented project work
p. 30
Conclusions
p. 32
Imprint
3
TeXchange – The idea
Background and objectives of the project
Both the municipality of ‘s-Hertogenbosch and Region Hannover experience a problem with interesting
young people in technical vocations. This is important to deal with because there will be a great need for
technical staff in the near future due to demographical developments.
Because of the negative image of technical vocations, too few students, especially girls, choose a vocational
education in this direction. Many young people are only interested in a few vocations. Secondly, youngsters
often drop out of their vocational training.
In Region Hannover there are young people without a place for in-company training and at the same time
free places for vocational training.
In this Comenius Regio Partnership, both regions, including the local partners involved from education and
business, exchanged and discussed good (and bad) practices in order to awaken children’s and students’
interest in technical vocations and to improve the image of technical vocations.
The main question is how the youngsters’ interest in technology can be awakened and how it can be developed by career orientation and career guidance at secondary schools. Different groups must thereby be
differentiated by age and gender. During the two years of the partnership, ongoing projects in both regions
should be evaluated to learn which approaches are successful and which methods are able to achieve a
­better fit between school and labour market and to decrease the number of dropouts.
4
The Partner regions: ‘s-Hertogenbosch & Region Hannover
City meets Region
The structures are different; especially the school systems – but problems and objectives are similar.
• ‘s-Hertogenbosch is the capital of Noord-Brabant, the largest province of the Netherlands.
The city has approximately 141,000 inhabitants; around 15,000 inhabitants have a non-western
ethnic background (10.7%).
• Region Hannover is a regional corporation of 21 municipalities – a special communal institution, formed
in 2001 in order to pool regionally significant tasks. Approximately 1,132,000 people live in the area of the
Region, around 523,000 of them in Hannover, the capital of Lower Saxony. Among other things, Region
Hannover is responsible for social and youth welfare, regional planning, regional promotion of economic
development and employment and for the 15 vocational colleges.
• The unemployment rate in the Netherlands is 6%, in Noord Brabant 5.3%, in the city of ’s-Hertogenbosch
6.3% (May 2012). The youth unemployment rate (15-26 years) in the Netherlands is 10.9%, in Noord
­Brabant 12.8%.
• The unemployment rate in Germany is 6.7%, in Region Hannover 8.7% (May 2012).
The youth unemployment rate (15 – 24 years) in Germany is 5.5% (June 2012).
• ’s-Hertogenbosch is the birthplace of Hieronymus Bosch, the great Northern Renaissance painter.
• The Great Garden of Herrenhausen is one of the best preserved baroque gardens in Europe.
• ’s-Hertogenbosch is home to one of the largest Heineken breweries in Europe.
• The Hannover Fair, the biggest exhibition of capital goods in the world, and CEBIT, the biggest fair
in the fields of communication, take place in Hannover.
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The partner organisations
Municipality of ‘s-Hertogenbosch
“Texchange plays an important role on our way to
a well-functioning labour market. The original idea
was to exchange between two regions (Hannover in
Germany and ’s-Hertogenbosch) and learn from each
other. The conclusion was made in both countries
that technology has to be promoted. We got a good
picture of all efforts made at schools and municipalities to get more youngsters interested in technical
vocational education. There is still a lot of work to do
in the coming years. With Texchange the attention on
technology grew and hopefully we can go on to interest more people in technical jobs… The labour market
is waiting for these technicians! People of Hannover,
thanks for your hospitality and inspiration!”
Theo van de Veerdonk (project manager for education,
the labour market and European cooperation in the
municipality of ’s-Hertogenbosch )
The municipality of ‘s-Hertogenbosch is the capital of Noord-Brabant, the
largest province of the Netherlands. The city has approximately 141,000
inhabitants and offers a wide range of education. One of the main goals
of Youth and Education Policy in ‘s-Hertogenbosch is to reduce the number of young people leaving school without qualifications. A considerable
number of projects for preventing early school leaving, youth unemployment and projects aimed at reintegration of youngsters have been developed. Because of our involvement in these projects, the municipality of
‘s-Hertogenbosch has close contacts with all educational institutions in
and around the city.
Hervion College
Hervion College is a secondary school for prevocational education in ‘s-Her­
togenbosch. The director of Hervion College is chairman of the board of
­directors of all schools of secondary education in ‘s-Hertogenbosch (DOVO).
On behalf of DOVO, Jeroen Bosch College is the school which participates
in this project. The students are from 12 to 18 years old. Secondary schools
in ‘s-Hertogenbosch deal with the problems of career orientation and career guidance. A lot of students have (hidden) competences to be prepared
for a technical job in the future. However, there is a lack of the right guidance in choosing the right profession. The secondary schools want to get a
better insight in the choice process for technical vocational training.
Signum
Signum is the board of 25 primary schools in ‘s-Hertogenbosch. Signum
wishes to cooperate with other local organisations in the field of education,
child care and preschool education. Signum has contributed to the project
‘On the wings of technique’ in order to improve methods which increase
attention to technology in primary education. The primary school KC Sterrenbosch participates in this project on behalf of Signum.
TechXperience
“If the Texchange program made one thing clear,
it is this:
To get technical studies really in the picture for
youngsters, students and parents, it must be clear
to them that it is all about creating, creating a better
world or creating beautiful things, and looking for,
and finding solutions to people’s problems.
To realize that, cooperation between companies,
schools and government is essential and should be
very visible to new potential technical students. They
must feel wanted and cared for, a valuable ‘asset’ to
companies and society.
If companies are only in this game for their own
­ enefit, this will show and damage the process.
b
Therefore all activities presented to get youngsters
enthusiastic and help them to make a choice for a
technical career must show a continuous line and feel
as a total program.”
Jouke Dijkstra (VET-school KW1C - TechXperience)
TechXperience! is a foundation that tries to get more students into vocational technical education and increase the number of qualified employees
in the region of ‘s-Hertogenbosch, Boxtel, Waalwijk and Zaltbommel. In order to achieve that goal, TechXperience! has formed a network of schools,
businesses and (local) government. Within this network TechXperience!
initiates technical projects for primary schools, secondary schools, prevocational, vocational and higher vocational education.
They try to create a number of activities to improve the image of technical
vocations. Our working method is one in which the line from primary school
to higher education and actual careers is most important. All projects have
the participation of schools as well as companies.
The network extends to the province of Noord-Brabant through our collaboration with four other foundations that are formed in other regions. In
this regard we explicitly work together with the province of Noord-Brabant.
School Department of Region Hannover
The school department of Region Hannover is responsible for 15 vocational
schools. Changeover from school to occupation is a very important topic for
the Region Hannover. Together with other stakeholders, the Region Hannover is engaged in improving the transition between school and the labour
market by developing the vocational colleges into specialized centres of
vocational competences, by supporting the cooperation between general
6
education schools and vocational schools and by cooperating with partners
who are also interested in a better transition to develop systematic vocational orientation and preparation in the secondary schools and to advance
the quality of the vocational choice process.
Berufsbildende Schule Metall-Elektrotechnik Otto-Brenner-Schule
The BBS ME is a Vocational Training Centre for various forms of vocational
training and education concerning mechanical and electro technical engineering, including the qualification for studies of engineering or natural
sciences.
The subject of this partnership – how young people can become interested
in technical vocations – is therefore an essential question for BBS ME. For
many years the school has cooperated with secondary schools in order to
improve the career orientation of students in general education schools.
Nevertheless, too many young people choosing a technical education
are not sufficiently orientated. Youngsters with good grades often do not
choose technical vocations, and especially the number of girls in BBS ME
is very small.
Concerning this partnership, BBS ME is interested in learning from good
practices in the partner region in the Netherlands to improve the career
orientation in Hannover and in order to increase the inflow of technical staff.
“Technology is fun and creative, and it is crucial to
learn this. I want girls to learn this in particular.”
Sabine Nolte,
Partnership Coordinator in Region Hannover
Berufsbildende Schule 6
The BBS 6 is a Vocational Training Centre for vocational preparation, vocational basic qualifications and automotive engineering. For many years the
school has cooperated with different secondary schools and companies in
order to improve the technical education in general education schools and
to support the career orientation of poorly educated students. Moreover,
since 1994 BBS 6 has participated in a special exchange project where socially and educationally disadvantaged young people from Germany work
and live together with young trainees from Oswiecim (Poland) in order to
advance peaceful living in Europe.
Because of the experiences in the field of career orientation and vocational
preparation on the one hand, and in the field of improving technical education on the other hand, the subject of the partnership – how can young
people become interested in technical vocations – is an important topic for
BBS 6. The school wants to learn from good practices in the partner region
and is especially interested in the question of how the cooperation with
companies can be improved.
“Now it is necessary to communicate the impressive
examples from ‘s-Hertogenbosch and the Region
Hannover in such a way that technology plays a large
role in the heads of children and young people when
choosing their careers.”
Wolfgang-F. Heuer, BBS ME
Handwerkskammer Hannover [Hannover Chamber of Crafts]
As a public corporation, the Hannover Chamber of Crafts (HWK) performs
many tasks regulated by law concerning more than 18 000 companies.
Aside from the business inspectorate, the HWK is responsible in particular
for vocational training in more than 64 different trades and attends to career orientation, counselling of training companies, mentoring of trainees
and conducting the trade tests.
In order to care for qualified junior staff for craft enterprises, HWK Hannover has been engaged in several projects together with other stakeholders.
In January 2011 the Chambers of Crafts started a nationwide campaign to
improve the image of craft, because people, and especially young people,
only know few skilled trades.
The subject of the partnership – how to interest young people in technical
vocations – is therefore a very important issue for the organisation. HWK
especially wants to know how the youngsters’ interest can be awakened.
That is no question of information, but it depends on the emotional openmindedness for such information. The Chamber wants to learn from good
practices in the partner region and is especially interested in the question
of how the partner region cooperates with small companies.
7
“Inspiring and refreshing to take notice of 20 interventions within the cooperation project Texchange
­between the regions of Hannover and ’s-Hertogenbosch. This exchange leads to more (necessary)
attention to technology in the whole range of career
orientation and career guidance.”
Hans Migchielsen, ’s-Hertogenbosch
During the project
Project Planning (September 2010)
After the joint application had been approved, the partnership started in
September 2010. The partners from the two school departments discussed
the possible topics and dates for the whole period of two years. A trans­
national steering group was suggested, in which all local partners should
take part to plan und evaluate the workshops and conferences.
Starting conference in Hannover (November 2010)
“To garner more attention for technical education
and professions, we have to start early. It’s more
than necessary that young children can exper­
iment, explore, create and develop these skills in
a technical environment or in technical lessons at
primary schools. It’s not only about children: It’s very
important that children show the results, products
and, more than that, their enthusiasm for technical
vocations, to their teachers and their parents. Bring
it out!
We have to cooperate to achieve that. Cooperation
between companies, schools and local government
is essential. The cooperation between Hannover and
‘s-Hertogenbosch was a good example. There was
a sharp focus and a lot of possibilities (even for now
and in the near future) to learn from each other and
to share good practices. Thank you so much for the
inspiration, the conversations and your hospitality!”
Edward Vinken,
primary school director KC Sterrenbosch
Here all partners involved met for the first time – an exciting moment! Everyone was very curious to get to know the partners from the other region.
All partner institutions introduced themselves and expressed their main
questions for our project. Very quickly the participants felt comfortable with
each other and serious discussion began.
An impressive film from the chamber of crafts showed that it is important to touch emotionally in order to make people open-minded towards
technology. The participants agreed that already primary schools can start
to develop a positive attitude towards technology. And all accentuated the
need for systematic career orientation in secondary schools which must
enable practical experiences.
“Learning by doing” creates motivation. That was the result of the visits
to two best practices. First the participants observed “young professionals
in crafts”, a project of the chamber of crafts: Apprentices taught pupils in
using some instruments in an apprentice workshop. This is a good example of how the eyes and ears of youngsters can be opened by people of the
same age, who can communicate at their own level with information about
vocational orientation.
Then the partnership team learned how engaged pupils from secondary
schools are working in a special project of cooperation in a vocational college.
Travelling back home to Den Bosch, the Dutch participants concluded that
they had an excellent exchange, good atmosphere and challenging ideas
for the future. The Germans agreed.
Project meeting in ‘s-Hertogenbosch (May 2011)
“Conclusion of Texchange program:
It’s clear that pupils/children have to come into
contact with technology from the beginning, already
before primary school. In this way they will have a
better idea later on as to whether they want a vocation in this field (or not).
Parents must also be involved so they can explain
about the importance of technology.
There are 20 good practices from the Texchange
program for primary, as well as secondary school;
this will help.”
Jacqueline Smit, Technasium Jeroen Bosch College
Meanwhile, the steering group had decided that it is necessary to visit the
best practices in groups in order to get to know more projects. One group
therefore visited some primary schools and the other participants saw best
practices in a prevocational school and in vocational colleges.
The primary education group learnt that one of the great misunderstandings is to believe that technology has nothing to do with creativity. It is essential that children really enjoy technical activities because they learn that
it can be a pleasure to experiment and to discover solutions for technical
problems. Pupils need space for experimenting and building. The many
boxes with material and tools and the maps with instructions were very im­
pressive. It is easier to learn by practical doing than by reading or listening.
Another benefit is that the children learn to cooperate because solving problems often needs team work. The German participants pointed out the different system in the Netherlands, since primary school education includes
all children up 12 years.
The secondary education group was enthusiastic about the water factory,
a company led by students of a vocational college. This again shows that
the best way of learning is learning by doing and being responsible. This
experience is also put into practice by the Technasium where the students
in a technology class designed a car for a carnival club for the parade in
’s-Hertogenbosch.
8
Project meeting in Hannover (October 2011)
Altogether, 13 participants from ’s-Hertogenbosch visited Hannover: five
from primary schools, three from a secondary school and four from a vocational college.
The program was a good mix between delivering information and visiting
organisations to experience good practices, again in two groups.
The primary education group was very impressed by the self-determined
learning in a primary school focussing on technology. They found all doors
of the rooms open and saw pupils working in groups or alone. The profile
on technology is implemented in their school curriculum. Afterwards, the
group visited a cooperating secondary school, where pupils in the project
“Science for kids” are producing solar experiment sets for children in primary schools.
The interest in experimenting, testing and exploring can be awakened earlier in a playful way. That could be seen in a nursery school, certified as a
“little scientist’s house”.
All participants of the secondary education group were enthusiastic about
‘JeT-Kompetenzzentrum’ of KGS Hemmingen: A very good example of
­cooperation with industry, the society of engineers and retired employees.
Its implementation of technology in the school curriculum and its good
teamwork are impressive.
“I was very impressed by the large variety of creative
education offers in `s-Hertogenbosch made to interest children and young people in technical processes
from an early age, and to implement an understanding of technology. In doing so, the excellent cooperation with both regional companies and the city council
played a pre-eminent role.”
Heinz Strassmann, BBS 6
Final conference in ‘s-Hertogenbosch (May 2012)
The last meeting started with further information and other best prac­tices.
The local partner of TechXperience presented his “Reporter’s project”,
an example for the cooperation between schools and companies, where
children are reporting about a process of production in a company. Such
­reports are exhibetd in order to prepare visits in companies and in order to
involve the parents. And the reporters feel proud of their work.
In the real final conference in the School for the Future, the partners made
a joint review. The focus here was also on practice: Four best practices
were presented. They again showed that schools need cooperation in order
to interest more children in technology.
“Open and innovative: this is how I experienced the
project and the dealings with our Dutch friends.”
Dr. Carl-Michael Vogt, Handwerkskammer Hannover
[Hannover Chamber of Handicrafts]
“I was particularly impressed by how the open and
trusting communication with colleagues in the
‘s-Hertogenbosch school administration was also
­reflected in the teaching concept of the schools:
group and project work, the changing lessons in large
and small groups, in which focus is given to problems
and project tasks being dealt with by the pupils
independently. These are for me a good example of
modern teaching.”
Dr. Uwe Specht,
Region Hannover Schools Department
9
How to create interest in technical vocations – best practices
The partnership team of both regions exchanged and discussed best practices in order to awaken children’s
and students’ interest in technology and technical vocations.
On the next pages we want to inform you about good examples from both regions. Each best practice introduces itself.
First, you can find projects for children from ages 5 to 12. You may consider the different school systems in
both countries. In the Netherlands the primary schools start at the age of 4 or 5 and include children until
the age of 12. In Germany children only attend primary schools from the age of 6 to the age of 10.
Secondly, you can see best practices for the children at secondary schools, mostly projects in cooperation
with companies and vocational colleges. These examples should not only awaken the interest of students,
but also develop it with career orientation and career guidance.
10
Framework for good practise
Toolbox
1
Title, name
TechXperience!
2
Kind of good practice
Method/Approach
3
Status
ongoing
4
Period, duration
indefinite
5
Date of description
02.04.2012
6a
Contact person
Jan Jansen, JoukeDijkstra
6b
Contact organisation
TechXperience!
6c
Address and telephone number
Vlijmenseweg 2, 5233 GW, 's-Hertogenbosch, 073 6249957
7
Website
www.techxperience.nl
8
Contracting authority
9
What kind of financing/funding?
Subsidised by provincial and local government.
Sponsored by regional companies and schools
10
If European funded name
the programme…
–
11
Partners
Provincial and regional government, about 100 companies, all 45 schools
for primary education, 18 schools for prevocational education, 4 schools
for secondary education, 1 school for vocational education and two schools
for higher vocational training in the region, in cooperation with 4 more
technology promotion platforms in the province.
12
Location
regional
13
Target group
youngsters from primary to higher education, their teachers and parents
14
Description
TechXperience! is the binding factor between schools and companies in the promotion of technical studies and
careers. By creating or selecting projects for kids and students from primary to higher vocational education, we
try to enlarge the enrolment in those studies by15%. Our total programme consists of more than 25 different
projects for all target groups in a continuous learning line.
Projects are developed by us or by others but all have the same structure: creating enthusiasm, help in job
orientation and connecting students to schools and companies.
TechXperience! works together with 4 other platforms in the Province of Brabant.
15
Products, if available
www.techXperience!
16
Keywords
1. Early school leaving / dropout
4.
2. Job orientation / Career guidance
5.
3. Stakeholder cooperation
6.
11
Framework for good practise
Toolbox
1
Title
Haus der kleinen Forscher[little scientist’s house]
2
Type of good practice
Research and experiments on scientific and technical phenomenon
with nursery and crèche children
3
Status
On-going
4
Period, duration
since summer 2009, currently open offer in weekly plan
5
Date of description
14.06.2012
6a
Contact person
Mr Jens Kroner, Mrs Claudia Pallokat
6b
Contact organisation
Nieschlagstraße Day Nursery
6c
Address, telephone number
Nieschlagstraße 19, 30449 Hannover, 0511 2103967
7
Website
51.44.17@hannover-stadt.de
8
Contracting authority
Landeshauptstadt Hannover, department youth and family
9
Type of financing
Town funds, materials from the foundation “Haus der kleinen Forscher”
10
If European funded name
the programme…
–
11
Partners
Stiftung Haus der kleinen Forscher, Rungestr. 18, 10179 Berlin
Industrie- und Handelskammer Hannover
[Chamber of Industry and Commerce]
12
Area
local
13
Target group
Children aged 3 to 10
14
Description
The Nieschlagstraße Nursery has been a “Haus der kleinen Forscher” [little scientist’s house] since December
2010. About the foundation “Haus der kleinen Forscher”:
The foundation Haus der kleinen Forscher supports making girls and boys of nursery and primary school age
enthusiastic about scientific and technical phenomena. In addition, it provides further training to educational
specialists in workshops and provides materials. The offers shall be made accessible to teachers in their region
through the foundation’s local networks. The network administers in the workshops on location, distributes
work materials and participates in quality management. More info at: www.haus-der-kleinen-forscher.de
During the week, children (currently in the public offer) can experiment in the “learning workshop” of our
c­ ompany set up ourselves on the basis of prepared experiments on different topics (e.g. water, air, bubbles,
magnetism...). The experiments shall be supervised by a nursery-teacher. Besides promoting interest in
­scientific and technical phenomena, we also promote speaking skills (exchanging observations), fine motor
function (e.g. working with a pipette), social skills (e.g. keeping to rules) as well as patience and staying power
(waiting for an experiment reaction, taking an experiment to its conclusion...) in the participating children.
The research will be done in small groups (up to four children each, as a rule), other children showing an interest can watch and are in this way also included.
15
Products
16
Keywords
1. researching together
4. education
2. discover
5.
3. fun
6.
12
Framework for good practise
Toolbox
1
Title, name
Workshopday Technics and ArT
2
Kind of good practice
Project
3
Status
ongoing
4
Period, duration
indefinite
5
Date of description
05.04.2012
6a
Contact person
Edward Vinken
6b
Contact organisation
Primary schoolSterrenbosch
6c
Address and telephone number
Hofstedenlaan 62-64, 5235 CJ, ‘s-Hertogenbosch
Telephone number: +31738511105
E-mail: directie@kcsterrenbosch.nl
7
Website
www.kcsterrenbosch.nl
8
Contracting authority
–
9
What kind of financing/funding?
School budget, subsidy of Art Foundation
10
If European funded name
the programme…
–
11
Partners
TeXperience
12
Location
Regional
13
Target group
Pupils (boys and girls), primary school in the age of 4 to 12.
14
Description
Each year we organize a ‘workshopday’ in which we use several technical tasks (and art). In the organisation
of these workshops, we use the talents of teachers, parents and professionals. Children can choose a task and
they show their results to parents and families in an exhibition.
Elements:
- Different workshops Technics & Art
- Three workshops in one day
- Children can choose
- Children are in mixed groups
- Space for doing experiments
- The talent of the teacher (expert)
- Children can discover and show their talents to their teachers, parents and family.
15
Products, if available
Reports on Sterrenbosch website
16
Keywords
1. Job orientation / Career guidance
4.
2. Stakeholder cooperation
5.
3. Development of teaching methods
6.
13
Framework for good practise
Toolbox
1
Title, name
“House of Learning” – Primary School focussing on Technologies
2
Kind of good practice
Curriculum with technologies implementation
3
Status
Ongoing
4
Period, duration
Since 2008
5
Date of description
06.06.2012
6a
Contact person
Ulrike Nötel-Duwe
6b
Contact organisation
Henning-von-Tresckow-Grundschule
6c
Address and telephone number
Tresckowstraße 49, 30457 Hannover
+49511-466068
7
Website
www.henning-von-tresckow-grundschule.de
8
Contracting authority
9
What kind of financing/funding?
School budget, one year training for all teachers
sponsored by NiedersachsenMetall
10
If European funded name
the programme…
–
11
Partners
IGS Mühlenberg (Schullab), companies (science-boxes),
Stiftung NiedersachsenMetall
12
Location
local
13
Target group
Pupils from 6 to 10 years
14
Description
In our House of Learning the pupils should be enabled to learn with all their senses, and not only in their
own classroom, but in all other surrounding “rooms” as well. They should have the opportunity to become
­acquainted with self-determined learning, including detailed weekly and daily planning, partner and group
work and support with individual assistance. All doors are open to everyone at anytime. Emotional awareness,
transparency, motivation, atmosphere, positive attitude towards imperfection and errors, and confidence are
important.
On this basis, our profile on technologies is implemented in our school curriculum. That means education in
workshops (at class-level) on special technical topics which change bi-annually, including experiments and
research; project days (at school-level) every 6 months, working groups in the 3rd and 4th classes, computer
education from 3rd class onward, project-adapted classrooms with computer, corners for building and experimenting, and construction kits for working on static principles.
Technical education needs external cooperation: first for training the teachers, and then for practicing it.
We are working together with a comprehensive school in order to use their school laboratory, with the Scholl
Biology Centre, with the NaT Working “Natural science and Technologies at primary school” and with tech­
nically engaged parents.
15
Products
16
Keywords
1. Self-determined learning
4. Building and experimenting
2. Learning with all senses
5. External cooperation
3. Friendliness towards errors
6. Continuing developing process
14
Framework for good practise
Toolbox
1
Title, name
Wichelroede
2
Kind of good practice
Method/Approach
3
Status
implemented
4
Period, duration
over 5 years
5
Date of description
02.04.2012
6a
Contact person
Jan van Gorp
6b
Contact organisation
Wichelroede
6c
Address and telephone number
vanHeeswijkstraat 1B Udenhout ++31 (0)13 5111692
7
Website
www.dewichelroede.nl
8
Contracting authority
9
What kind of financing/funding?
ministerial
10
If European funded name
the programme…
–
11
Partners
12
Location
local
13
Target group
primary school pupils
14
Description
De Wichelroede is a primary school in the village Udenhout.
They started years ago to bring Technics into their school program in the form of a physical Technic-corner.
They developed a program around technical themes in a garden shed as a technical environment. In this way
they discovered the force of such a concrete approach with Technics as a catalyst. Soon, other intersections
were found leading to other disciplines (creativity, cooking, science etc.), but still visible in the school area as
discovering places.
In this way –with the pupils discovering focus – the school management discovered their concept: an approach
of multiple intelligences: learning landscapes intended to bring the outside world into the school with the help
of nearby companies. These companies, not surprisingly, are technology focused.
15
Products
Educational Concept
16
Keywords
1. Job orientation/Career guidance
4. Stakeholder cooperation
2. School development
5. Integration
3. Development of teaching methods
6. Policy
15
Framework for good practise
Toolbox
1
Title, name
Reportersproject
2
Kind of good practice
Project
3
Status
ongoing
4
Period, duration
indefinite
5
Date of description
13.03.2012
6a
Contact person
Guido Vercauteren, project leader
6b
Contact organisation
TechXperience!
6c
Address and telephone number
Vlijmenseweg 25223 GW, 's-Hertogenbosch. 073-6249957
7
Website
www.techxperience!.nl
8
Contracting authority
9
What kind of financing/funding?
government-funded and sponsored by companies
10
If European funded name
the programme…
–
11
Partners
12
Location
regional
13
Target group
Pupils from primary schools groups 6,7 or 8
14
Description
In this project pupils of group 6,7 or 8 from primary school shall acquaint themselves with vocational t­ raining
and professions in related companies. The accent is on discovering, designing and realisation within the
­different technical branches like: metal, building and infrastructure, ICT, installation technology and process
industries.
The project will be enrolled as much as possible within the continuous learning line (students help students)
in a school for pre-vocational, vocational or higher vocational training.
Pupils design their own product, make them with the help of vocational training students and will visit
­companies where they produce those kinds of products to see the whole process.
Afterwards they will report to classmates and parents by publishing on the TecXperience website,
which will be available to other schools.
15
Products
Reports on TechXperience website
16
Keywords
1. Job orientation / Career guidance
4.
2. Stakeholder cooperation
5.
3. Development of teaching methods
6.
16
Framework for good practise
Toolbox
1
Title, name
Miniphänomenta
2
Type of good practice
Exhibition of technical experiments
3
Status
Recurring
4
Period, duration
Two weeks in school
5
Date of description
19.06.2012
6a
Contact person
Barbara Schneider
Barbara.schneider@bnw.de
6b
Contact organisation
Stiftung NiedersachsenMetall
6c
Address, telephone number
Lister Damm 2. 30163 Hannover
0511-96167-42
7
Website
www.stiftung-niedersachsenmetall.de
8
Contracting authority
Stiftung NiedersachsenMetall
Schiffgraben 36
30175 Hannover
9
Type of financing
Costs for further training and the exhibition carried by the
Stiftung NiedersachsenMetall
10
European funding
–
11
Partners
Nordmetall, Universität Flensburg
12
Location
Area of the association of NiedersachsenMetall
13
Target group
Primary school years 1 -4
14
Description
Miniphänomenta is an exhibition of 52 experiment stations for pupils of primary school age. The idea is that
children and young people should create sensory experiences in order to become familiar with the environment.
Being able to deal freely with the stations advances the climate of learning. The experiences stick in the minds
of the children and encourage imitation. During the two-week exhibition in the school, the children may experiment freely. The parents should also be included: ideally they will build copies of their own experiments for
the school. This project was conceived at the Universität Flensburg. In the run-up to the exhibition, a two-day
further training event shall take place for the teaching staff, who are then responsible for the project in their
primary schools.
15
Products
16
Keywords
1. mathematics
4. IT
2. physics
5. chemistry
3. biology
6. technology
17
Framework for good practise
Toolbox
1
Title, name
Kunstructeur
2
Kind of good practice
Project
3
Status
ongoing
4
Period, duration
indefinite
5
Date of description
13.03.2012
6a
Contact person
Joke Backx, project leader
6b
Contact organisation
TechXperience! (orSM's)
6c
Address and telephone number
Vlijmenseweg 25223 GW, 's-Hertogenbosch. 073-6249957
7
Website
www.techxperience.nl, www.kunstructeur.nl
8
Contracting authority
9
What kind of financing/funding?
Government-funded and sponsored by companies
10
If European funded name
the programme…
–
11
Partners
TechXperience! andStedelijke Museum 's-Hertogenbosch
12
Location
regional
13
Target group
Pupils from primary schools groups 1 to 8 and groups 1 and 2
from high school.
14
Description
Technology is all around us. Most of the time pupils don’t realise or see that. With the kunstructeur project,
TechXperience! wants to make technology combined with art accessible to both boys and girls in primary school
and junior high school, as well as teachers in primary education.
Art lends itself extremely well to get pupils working with technology. It leads to creativity and astonishment.
Participating schools can rely on an inspiring project. Backing is provided for teachers through different kind of
workshops to help them in the process. Experts from companies will also help in the classroom.
This project is in cooperation with SM’s (Stedelijk Museum ‘s-Hertogenbosch)
Every year the art of a particular artist is used as a source for inspiration. The project starts with a workshop
with the artist(s) at the museum. Students will visit the exposition of the artist(s) and the artist(s) will also visit
some classes to provide workshops for pupils from primary school. After that the pupils will start with their
project and will receive help from experts in the classroom.
An exhibition of the artworks is made at the school and a selection of the works will be exhibited at the
­ useum.
m
Last year 20 schools, 106 classes and 2500 pupils were involved.
15
Products
Pupils from primary schools groups 1 to 8 and groups 1 and 2
from high school.
16
Keywords
1. Job orientation/Career guidance
4.
2. Stakeholder cooperation
5.
3. Development of teaching methods
6.
18
Framework for good practise
Toolbox
1
Title, name
First Lego League
2
Kind of good practice
Project
3
Status
ongoing
4
Period, duration
yearly returning project
5
Date of description
02.04.2012
6a
Contact person
Lennart de Graaf
6b
Contact organisation
TechXperience! StichtingTechniekPromotie
6c
Address and telephone number
Vlijmenseweg 2523 GW, 's-Hertogenbosch, 073 6249957
7
Website
www.techxperience.nl
www.firstlegoleague.nl
8
Contracting authority
Stichtingtechniekpromotie
9
What kind of financing/funding?
Provincial funding and regional funding by TechXperience!
10
If European funded name
the programme…
–
11
Partners
StichtingTechniekPromotie, Techniek is Troef, Platform TechniekPromotie,
AvansHogescholen, FontysHogescholen
12
Location
international
13
Target group
Pupils from primary school, groups 6, 7 and 8 and pupils from class 1
and 2 from secondary education
14
Description
Children design, program and build a robot using Lego mind storms materials and robolabs-software. Besides
the robot assignment, there is a challenge to provide a solution for a worldwide problem and to give a presen­
tation about that. In this project it is all about cooperation between the pupils, as well as the assignment of the
robot project.
First there will be a regional finale for all competitors, where they will be judged on: robot contest and technical
presentation; teamwork; and research presentation.
Then there will follow a Benelux finale, and ultimately a worldwide final.
15
Products
Regional final
16
Keywords
1. Job orientation / Career guidance
4.
2. Stakeholder cooperation
5.
3. Development of teaching methods
6.
19
Framework for good practise
Toolbox
1
Title
The pupil-run company “Science for kids”
2
Type of good practice
Energy and climate project
3
Status
Pupil-run company in a regional environment education centre
4
Duration
since 2005
5
Date of description
June 2012
6a
Contact person
Arno Mühlenhaupt, project leader
6b
Contact organisation
Schul-LAB at IGS Mühlenberg
6c
Address, telephone number
Mühlenberger Markt 1, 30457 Hannover, Deutschland; 0049 511 168 49508
7
Internet
www.schul-lab.de
8
Contracting authority
IGS Mühlenberg
9
Type of financing
Sponsors
10
European funding
Participating in various Comenius projects
11
Partners
Landeshauptstadt Hannover, Region Hannover, Land Niedersachsen,
VDI, proKlima – enercity fund
12
Area
Region Hannover
13
Target group
5 – 12 years
14
Description
For six years, pupils of the IGS Mühlenberg have produced solar experiments sets in their own company –
for other schools: 1,300 solar sets for 80 schools in the Region Hannover in six years. “Science for Kids” is
therefore Hannover’s most successful pupil-run company.
In 2005, pupils had to develop a ninth year solar experiment set for pupils in fifth year. The project quickly
­devel­oped a huge dynamic. In order to meet the demand, the pupil-run company “Science for Kids” was
founded in the form of a profile course and work groups. Since then there are now 70 young designers from
years five to ten.
The company’s projects were made possible by the enercity fund, proKlima. From initially 8,000 Euro for
150 sets, over 120,000 Euro of funding was received in six years – for material, proportionate tool costs and
specialist support. In the project the pupils worked practically with renewable energies, from which they
collect valuable vocational experience in their company from an early age in the areas of marketing, storage,
production, sales and accounting.
Meanwhile two teachers and a laboratory supervisor supervise the project at the IGS, and it is not only the
schools own pupils who sustainably benefit from this: 80 schools in the region work with the material without
having to pay a cent. To receive funding, it is required that they participate in teacher training; besides that,
one class of each school attends a project day.
The latest project is directed at nursery and pre-school children, as well as those in first and second year. With
the experiment set “mini-solar”, the five to eight year olds should have their first experiences with solar energy.
In addition, the young designers of the company have not only thought up an age-specific solar set with other
plugs, but also a small child’s playhouse fitted with solar modules. 30 of the “mini-solar” sets are already build
and are on their way to nurseries and primary schools – again free of charge, thanks to the proKlima funding.
With the project, the Schul-LAB of the IGS Mühlenberg makes a significant contribution to improving basic
education in science and technology – and also to Hannover’s “Klimaallianz 2020”.
15
Products
Mini-Solar, Solarkids and Solarkids plus – experiment materials
16
Keywords
1. energy and climate 4. pupil-run company
2. environment education centre
5. solar experiments
3. BNE
6. early childhood education
20
Framework for good practise
Toolbox
1
Title, name
Technasium
2
Kind of good practice
Project
3
Status
ongoing
4
Period, duration
indefinite
5
Date of description
24.03.2012
6a
Contact person
Rob Verhoeven, technator
6b
Contact organisation
Jeroen Bosch College
6c
Address and telephone number
Rompertsebaan 63, 5231 GT ‘s-Hertogenbosch
Telephone number: +31736412350
E-mail: technator@jbc.nl
7
Website
www.technasium.nl
8
Contracting authority
Foundation of Technasium
9
What kind of financing/funding?
School budget
10
If European funded name
the programme…
–
11
Partners
13 Regions, in each region there are 5 schools with a technasium.
12
Location
Regional, national
13
Target group
Pupils (boys and girls), secondary school
14
Description
The Technasium is a way for better and different beta-education in research & design (O&O) at secondary
schools.
The most important qualities are:
- working independently
- collecting information
- having an overview of the process
- perseverance, teamwork
- making products
- planning and organizing
- inventiveness
In the first 3 years (class 1, 2, 3) pupils get 4 projects a year (from companies and organizations), 4 lessons
a week.
Later on (class 4, [5]) they get 2 projects each year and the final year they get a project that lasts a whole year.
Each project will be finished with a presentation and an evaluation if the situation allows.
The pupils work in a special Research & Development room with a working area, brainstorm area, laboratory,
scrapheap, studio and pit-stop.
There is collective work between universities, companies and organizations. The connection to higher education
is better in this way.
The involvement of the pupils’ parents is good.
15
Products
Reports on Technasium website
16
Keywords
1. Job orientation / Career guidance
4. Integration
2. Stakeholder cooperation
5.
3. Development of teaching methods
6.
21
Framework for good practise
Toolbox
1
Title, name
JeT Kompetenzzentrum Fertigungstechnik
2
Kind of good practice
Project
3
Status
ongoing
4
Period, duration
indefinite
5
Date of description
11.06.12
6a
Contact person
Angelika Schwarzer-Riemer
6b
Contact organisation
Carl-Friedrich-Gauß-Schule Kooperative Gesamtschule Hemmingen
6c
Address and telephone number
Hohe Bünte 4, 30966 Hemmingen
Tel.: +49(0)511 4103-200
7
Website
www.kgshemmingen.de
8
Contracting authority
9
What kind of financing/funding?
School budget
10
If European funded name
the programme…
–
11
Partners
Verein Deutscher Ingenieure (German Association of Engineers),
6 competence centres state-wide
12
Location
Regional
13
Target group
Pupils (boys and girls), secondary school
14
Description
The Competence Centre for Production Engineering is meant to foster the interest of young people
in technology and to improve their technological skills.
The leading ideas that the competence centre is built upon are:
- Raising the students’ interest in technology by experience.
- Improving the skills of students in technology to better prepare for work and university.
- Giving technologically gifted students a platform to work on state-of-the-art technology.
- Opportunities to experience technology in every stage of school,
- Close the gap between school and the real world
One of the main objectives of the Competence Centre is to maintain a close long-term relationship with
local companies in order to provide a learning environment for the students in which they can experience
technology ”live”.
15
Products
Reports on school’s website
16
Keywords
1. Job orientation / Career guidance
4. Practical approach to research
2. Cooperation with companies
5.
3. Work on projects
6.
22
Framework for good practise
Toolbox
1
Title
Vocational orientation
2
Type of good practice
Cooperation with general schools and companies
3
Status
On-going
4
Period, duration
During the school year
5
Date of description
06.06.2012
6a
Contact person
Heinz Straßmann
6b
Contact organisation
Berufsbildende Schule [school of vocational training] 6 of
the Region Hannover – BBS 6 –
6c
Address, telephone number
Goetheplatz 7, 30169 Hannover
0511-16844953
7
Website
www.bbs6-hannover.de
8
Contracting authority
Region Hannover
9
Type of financing
School budget Region Hannover, Land Niedersachsen
10
If European funded,
name of the programme
11
Partners
General schools in the Region Hannover (around 30 schools)
12
Area
regional
13
Target group
Pupils from special schools, secondary modern schools,
secondary schools and comprehensive schools
14
Description
BBS 6 is the regional competence centre for career preparation, basic vocational education and vehicle technology. Building on the cooperation between the various secondary schools and companies over many years, BBS
6 offers vocational orientation in diverse vocational fields in order to improve technical education in general
schools and to support the vocational orientation of young people.
The offers for vocational orientation aim to strengthen young people for the transition from the education
­system to employment.
The pupils participate in both practical and also theoretical offers from the different technical vocational fields
(wood, metals, vehicle, electronic and colour technology).
It shall be made easier especially for the group of educationally disadvantaged young people to develop new
vocational perspectives with specially tailored measures.
In doing so, cooperation with companies in the region is an integral part of the concept.
15
Products
Producing work pieces, basic commodities for personal necessities
16
Keywords
1. vocational orientation
4.
2. social work
5.
3. y oung people with immigration background
6.
23
Framework for good practise
Toolbox
1
Title, name
Technet
2
Kind of good practice
Method/Approach
3
Status
In use
4
Period, duration
yearly
5
Date of description
02.04.2012
6a
Contact person
Jan Jansen
6b
Contact organisation
TechXperience! andTechniek Talent nu!
6c
Address and telephone number
Vlijmenseweg 2, 5233 GW, 's-Hertogenbosch, 073 6249957
7
Websites
www.techxperience.nl
www.technet.nu
8
Contracting authority
Techniek Talent Nu!
9
What kind of financing/funding?
Subsidised by Platform Betatechniek
10
If European funded name
the programme…
–
11
Partners
Techniek Talent Nu, 5 schools for pre-vocational education and
40 technical businesses
12
Location
national
13
Target group
Schools for prevocational education
14
Description
TechNet advances regional cooperation between prevocational education, vocational education and technical
companies. In 5 TechNet circles (100 nationwide) schools and companies work together to create more attractive education and better career orientation for youngsters. Ultimate goal: more students choose a career in the
technical sector.
Improved tuning between education and work will increase the number of students and reduce the potential
drop-out of students.
The cooperation contains: internships, guest lessons, company visits and internships for teachers.
15
Products
see www.technet.nu
16
Keywords
1. Early school leaving / dropout
4. Stakeholder cooperation
2. Job orientation / Career guidance
5.
3. Development of teaching methods
6.
24
Framework for good practise
Toolbox
1
Title, name
“Handwerk trifft Jugend [crafts meet youth]” and
“Jungprofis im Handwerk [young professionals in crafts]”
2
Type of practical example
projects
3
Status
on-going
4
Period, duration
since 2009
5
Date of description
11 June 2012
6a
Contact person
Mrs Kirsten Münch
6b
Contact organisation
Handwerkskammer [chamber of crafts] Hannover
6c
Address, telephone number
Berliner Allee 17, 30175 Hannover; 0511 - 5456229 - 52
7
Website
http://www.hwk-hannover.de/23,0,2338.html
8
Contracting authority
Handwerkskammer [chamber of crafts] Hannover
9
Type of financing
Part-funded through ESF funding as well as funding from the BMBF
10
European funding
Jobstarter
11
Partners
Apprenticing companies in crafts
12
Area
Regional: currently in the Region Hannover and in LK Nienburg
13
Target group
Pupils as well as their parents
14
Description
In order to be able to process information, the target group’s ears must be opened: therefore, at the beginning
of the vocational orientation process, the first step is to interest pupils in crafts, its companies, careers and
the people. With dedicated trainers from the crafts industry (mentors) and their apprentices, we offer schools
the opportunity to experience crafts at first hand. Experienced craftsmen and women trained by us explain and
inform about crafts jobs and career opportunities in a lively way.
The school can choose from various offers: investigations into operations, observation lessons with theory
and practice parts, participating in career information days at the school or in career survival courses, parent
evenings, application training etc.
In addition to the accounts from the “parents”, their apprentices are also present as “young professionals”:
they tell the pupils at their own level about their own career, how they found their way to crafts and why they
feel right there. This can take the form of an event in front of groups, e.g. a school class, but also in individual
short talks: we organise e.g. “speed dating” between apprentices and pupils within the scope of which the
­pupils receive short and concise interesting insights into 5 different careers in 5 minute talks respectively,
freshly adapted by young people with whom they could work together with tomorrow.
On request from the schools, the chamber of crafts prepares the particular initiatives and organises the
­appropriate mentors or apprentices. This is important, however: only schools which prove that these offers are
not simply an excessive desire for action on their part, but rather work from a concept of vocational orientation inside the school, the structure of which is prepared and the experiences shall be used sustainably, shall
receive the offer.
Both young people and their parents are excited. But it will not succeed until the pupils inquire about further
information on the basis of these authentic experiences and now want to and can use it, using their horizon of
experience as a basis. The career choice process is thereby sustainably supported.
15
Products
16
Keywords
1. Open ears, create the desire to …
2. authenticity
3. apprentices dedicate themselves
25
4. school vocational orientation
­concept
5.
6.
Framework for good practise
Toolbox
1
Title
Schulverbund am Deister
2
Type of good practice
Cooperation between vocational school and secondary schools
3
Status
Model scheme in two-year phase, continuation as regular form
for all school pupils in years 9 and 10
4
Period, duration
Model phases 2 years (2009 – 2011), shall be continued as regular form
5
Date of description
25.06.2012
6a
Contact person
StD Günter Blötz
6b
Contact organisation
Berufsbildende Schulen Springe [Springe vocational schools]
6c
Address, telephone number
Paul-Schneider-Weg, 31832 Springe, Tel.: 05041-951-0
7
Website
www.bbs-springe.de
8
Contracting authority
BBS Springe in the funding body of the Region Hannover;
Gerhart-Hauptmann-Schule Springe – Stadt Springe
Lisa-Tetzner-Schule Barsinghausen – Stadt Barsinghausen
OBS Gehrden – Stadt Gehrden
9
What kind of financing/funding?
10
If European funded,
name of the programme
–
11
Partners
BBS Springe, Gerhart-Hauptmann-Schule Springe, Lisa-Tetzner-Schule
Barsinghausen, OBS Gehrden (formerly Burgbergschule Gehrden)
12
Area
Regional
13
Target group
Secondary school pupils in years 9 and 10
14
Description
Years 9 and 10 of the participating secondary schools shall be taught or trained in connection with the Springe
­vocational schools. In doing so, the pupils receive both a basic general education (§ 9 NSchG [schools act in Lower
Saxony]) and specialised training which incorporates a broad basic vocational education and takes into consideration
the requirements of vocational training and exercising one’s profession (§ 15 NSchG).
The pupils are taught in part according to a changed curriculum overview which has been modified in favour of basic
vocational education. When reducing hours or subjects in the currently applicable curriculum overview, general and
vocational education shall be assumed to have the same value. The scope of the vocational qualification amounts
to 14 hours a week over two school years. The secondary pupils thereby acquire a broad basic vocational education
almost “on the side”, which corresponds to a qualification in a vocational school with full-time lessons.
The vocational training school thereby offers the vocational fields which, from experience, are in strong demand from
pupils. As a result, the number of vocational fields offered has increased along with the increasing number of participating pupils year on year. Wood technology, personal hygiene, grocery trade, metals technology and home economics/
care were started in 2009. Structural engineering arrived in 2010, and in 2012 colour technology was added.
General and vocational education is guaranteed to dovetail through the curriculum worked out by the colleges involved.
The concomitant double qualification sustainably increases the chance of getting a training position. Apprentices are in
practical demand from workshops which also require a solid basic vocational education alongside the required social
skills.
Through the teaching and education network, as a rule, a targeted, practice-oriented basic education shall be given,
rather than unstructured vocational orientation. On one side, the pupils’ motivation shall be increased in lessons, and
thereby so will the quality of their school qualifications. On the other side, they will bring with them a qualification
with their simultaneously acquired vocational knowledge and skills for a potential apprenticeship, which makes them
interesting applicants for an apprenticeship.
15
Products
16
Keywords
1. Schulverbund am Deister
2. double qualification
3. modified curriculum overview
26
4. dovetail
5.
6.
Framework for good practise
Toolbox
1
Title, name
Vmbo-Kanjers
2
Kind of good practice
Method/Approach
3
Status
implemented
4
Period, duration
Yearly activity, 6 weeks
5
Date of description
02.04.2012
6a
Contact person
TinusBunthof
6b
Contact organisation
Koning Willem I College
6c
Address and telephone number
Postbus 122, 5201 AC 's-Hertogenbosch
7
Website
www.kw1c.nl
8
Contracting authority
9
What kind of financing/funding?
School funding
10
If European funded name
the programme…
–
11
Partners
Duhamel College, Baanderheren College, HooghuysLycuem,
Overlaat en Willem van Oranje College
12
Location
regional
13
Target group
Students from pre-vocational training who have completed their exams
14
Description
Every participating school for pre-vocational training that teaches motor technology selects 4 or 5 “top” students to participate in this programme. These students will enter a special programme in the period between
their last exam and the start of the holidays. In this period of 6 weeks these students get a programme in which
they follow an internship and will get lessons and exams. Students who complete this programme successfully
will get a one-year cut of their education programme at the Koning Willem I College. In that way we try to bind
good students to their technical study in a continuous line of learning.
15
Products
Teaching programme
16
Keywords
1. Dropout prevention
4.
2. Job orientation / Career guidance
5.
3. S
takeholder cooperation
6.
27
Framework for good practise
Toolbox
1
Title, name
Waterfabriek
2
Kind of good practice
Method/Approach
3
Status
ongoing
4
Period, duration
Ongoing for 3 years
5
Date of description
02.04.2012
6a
Contact person
Geert Swinkels
6b
Contact organisation
Waterfabriek School for Marketing & Technics
Koning Willem I College
6c
Address and telephone number
Onderwijsboulevard 3 ‘s-Hertogenbosch
++31 (0)73 6249400
7
Website
www.kw1c.nl, see for example: www.kw1c.nl/opleiding/90012010
8
Contracting authority
9
What kind of financing/funding?
ministerial
10
If European funded name
the programme…
–
11
Partners
12
Location
regional
13
Target group
youngsters interested in vocational education level 2 & 3
14
Description
The ‘Waterfabriek’ is a real factory setting where students bottle (spring) water. Management, marketing and
sales are also done by students. Therefore the official name of the education program is: School for Marketing
&Technologies. To briefly explain: it is an ‘other way round’ educational concept. The students learn from their
own practice.
The driving factor is the process technique of the whole picture: without good machines and operators, there
are no bottles. The students of the marketing (education)department have to communicate with the machinery operators of the technology (education)department, as in the real world, thus appreciating one another’s
worlds.
They have to deal with problems and to devise solutions, thereby asking for help (teachers available as a guide).
They work together with enterprises and other school systems and levels. For example, the machinery is
delivered by companies, but has to be installed and maintained by themselves. As regards quality aspects of the
water, they work together with students from Higher Vocational Education. As mentioned before: technology
is the successfully driving force in this concept.
15
Products
Educational Concept
16
Keywords
1. Job orientation / Career guidance
4. Stakeholder cooperation
2. Development teaching methods
5. Integration
3. D
evelopment coaching methods
6. Policy
28
Framework for good practise
Toolbox
1
Title, name
Request-oriented project work
2
Kind of good practice
Project work in school and regional companies
3
Status
ongoing
4
Period, duration
6 months
5
Date of description
02.05.2012
6a
Contact person
Wolfgang-F. Heuer
6b
Contact organisation
bbs-me der Region Hannover – Technikerschule Hannover –
6c
Address and telephone number
Lavesallee 14, 30169 Hannover
+49 511 26099-100
7
Website
www.bbs-me.de
8
Contracting authority
9
What kind of financing/funding?
School budget and sponsored by companies
10
If European funded name
the programme…
–
11
Partners
Local and regional companies (about 60)
12
Location
regional
13
Target group
Students with a higher level of secondary education plus skilled worker’s
diploma (3, 5 years) plus at least 1 year of job experience.
14
Description
The request-oriented project work is part of the second year curriculum of the ”Technikerschule Hannover”.
The ”Technikerschule Hannover” is an independent school department of the vocational college BBS-ME, which
offers further technical education to skilled workers with work experience.
The aim of the team project is to have students carry out a comprehensive multi-disciplinary task according to
the requirements of a state certified engineer. This could be a task-oriented project of a regional company or an
internal school project (both projects are considered to be of equal quality).
To develop their professional competencies, the students work independently on problems, develop and evaluate alternative solutions and thereby find a final concept. They apply project management tools and team work
methods to do this.
The student teams are supported by a company and a school mentor.
In the course of the project, the students demonstrate that they have acquired professional and methodical
competencies, as well as learning and social skills.
The projects are documented and presented to the public on the “Technikerforum”, an in-house fair, and
in the respective companies.
15
Products
Products depend on the agreed scope of the project. Possible outcomes
include technical devices, construction and design data and software
­applications.
16
Keywords
1. Further education
4. Project management
2. Job related internships
5. Stakeholder cooperation
3. Development of teaching methods
6. Career guidance
29
Conclusions
We discussed the importance of clear policy to make progress in schools to confront and stimulate young
children with the world of technology. That is not only a task for secondary schools, where a systematic
career orientation must be implemented in the school curriculum. The start should be made in primary
schools where pupils should experience practically that building and experimenting is fun. And in a playful
way the smaller children can already experience it in nursery school.
We exchanged good practices both in Hannover and in ‘s-Hertogenbosch. The participants of the partnership where impressed by a couple of good examples. They all show that “learning by doing” is essential,
because this principle creates motivation.
The team from Region Hannover was enthusiastic about the approach which was developed in ‘s-Hertogenbosch by creating TechXperience. This regional network clusters and coordinates regional activities in
the area of technology, including cultural projects, to realise a joint approach and a connected program.
TechXperience is a platform where the different stakeholders, like local government, schools and companies,
meet each other, exchange information and start initiatives.
This best practice, but also the other examples presented, show that cooperation is necessary in order to interest more young people in technical vocations, cooperation between schools and companies, coop­eration
between primary and secondary schools and between secondary schools and vocational colleges. The cooperation primarily enables the necessary practical experiences, materials for experimenting and building and
moreover technical training for teachers in primary schools and nursery schools.
Promoting interest in technology needs technically qualified teachers. That is a problem especially in
primary schools in both countries, but also in secondary schools. This creates insecurity in getting more
technical students in future.
The team from ‘s-Hertogenbosch was impressed by the activities of the chamber of crafts. The role of the
chamber of crafts is very active and they use fantastic promotion material to show the importance of technology in life.
In general, the feeling of this partnership was positive, very useful and inspirational. The cooperation
­between both regions is promising!
30
Imprint
Publishers
Region Hannover,
Fachbereich Schulen
and
Gemeente ’s-Hertogenbosch,
Department Youth and Education
Edited by
Sabine Nolte, Region Hannover,
Theo van de Veerdonk, Gemeente ’s-Hertogenbosch
Pictures
Wolfgang Heuer (11), Jacqueline Smit (6), Uwe Specht (1),
Carl-Michael Vogt (1), Theo van de Veerdonk (7)
Lay out
Region Hannover,
Team Gestaltung
Printed by
Region Hannover,
Team Druck
The project has been funded with support from the European Commission.
This publication only reflects the views of the authors. The Commission cannot be held
responsible for any use which may be made of the information contained therein.
July 2012